Bright Horizons Longfield Day Nursery and Preschool

Inspection of Bright Horizons Longfield Day Nursery and Preschool Brickfield Farm, Main Road, Longfield, Dartford, Kent DA3 7PJ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Staff create a warm and welcoming nursery. Children are happy to come in and settle quickly with staff playing alongside them. Leaders place an emphasis on supporting all children's well-being and ensuring they feel safe and ready to learn. Staff encourage children to take part and have a go, and they give them lots of positive praise.

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The provision is good

Staff plan a curriculum that considers every child's stage of development and supports them to build on their existing knowledge and skills. They plan activities that are inclusive and can be accessed by all children. Leaders and staff ensure that planned activities are adjusted to support those with special educational needs and/or disabilities (SEND) to also make good progress.

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The provision is good

Staff communicate regularly with parents and families to find out what children are interested in. They weave this into their planning to make the activities interesting and captivating for children. Staff are good at supporting children to take the learning in the direction that excites and motivates them. Children learn to focus well and to enjoy learning new skills. Staff support children to become curious learners and to ask questions to find out more.

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need to do better?

n Staff are good at supporting children to learn mathematics in an age-appropriate way. For example, younger children enjoy learning colours and counting to five when using play dough. Older children are supported to draw different shapes and numbers in the sand. This helps them to gradually build on their skills and knowledge as they move through the nursery. n Staff plan fun activities that children enjoy taking part in. However, at times, the planned learning intention is too broad and focuses on too many new skills at one time. This means that children are not consistently provided with targeted support to really embed and practise the intended skills. n Generally, staff are good at supporting alongside children in their chosen play. They know children well and use questioning to further their skills and knowledge. However, due to some recent changes in staffing, there are some inconsistencies in staff's knowledge of children and what they need to learn

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need to do better?

next. This means that, at times, some children do not consistently benefit from the same level of teaching as others. n Children generally behave towards each other with kindness and enjoy playing together. Staff are good at supporting children to build friendships. For example, they use a variety of turn-taking games and small-group work. Staff remind children about using 'kind hands' and use resources such as sand timers to promote sharing. If there are any disagreements between children, staff are

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need to do better?

23 January 2025 quick to intervene. They use simple explanations and stories to support children to understand their own and their friends' feelings. n Staff support children to regulate their own emotions. They regularly use stories and art activities to support children to understand feelings. Furthermore, staff make good use of a quiet, sensory room to support children with SEND or those who require time away. This allows children time to process their feelings and feel safe and secure in their surroundings. n Children are developing their independence skills. Staff encourage younger children to feed themselves, while older children take pride in serving up their own lunch. Staff are good at modelling skills for younger children and allow them plenty of time to master the new skills for themselves. Older children are confident to find and put away their own resources and to hang their coats up on their peg.

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need to do better?

n Leaders are passionate about supporting children to understand the community they live in and to have an understanding and respect for others. For example, staff regularly take children to the local care home, where they enjoy spending time socialising with others. These intergenerational experiences have shown a positive impact on children's communication and social skills. n Leaders are proactive in communicating with parents and outside agencies that are involved in the children's care. Staff regularly give parents ideas for how to continue activities to further their child's learning at home. Leaders communicate well with other settings and specialists to ensure a continuity of care. This joined-up approach further supports children's continued learning and progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n enhance activity planning to focus more precisely on the intended learning to offer all children more targeted support n strengthen the systems in place for monitoring and developing staff performance to establish more consistent teaching practice.

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Setting details

Unique reference number 127245 Local authority Kent Inspection number 10368452 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 98 Number of children on roll 128 Name of registered person Bright Horizons Family Solutions Limited

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reference number

Telephone number 01474 558100 Date of previous inspection 21 March 2019

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Information about this early years setting

Bright Horizons Longfield Day Nursery and Preschool registered in 2000. It is located in Longfield, Kent and became part of the Bright Horizons group in 2018. The nursery is open each weekday from 7.30am to 6.30pm all year round, with the exception of public holidays. The nursery employs 42 members of staff. Of these, 24 hold appropriate early years qualifications at level 3 or above. The provider receives funding to provide early education for children aged from nine months up to four years.

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Inspection activities

n The manager and deputy manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n Staff spoke to the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with the provider. n Parents shared their views about the setting with the inspector.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

23 January 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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